MID-SEMESTER SUMMATIVE STUDENT TEACHER EVALUATION
Division of Education
Date:Student Teacher:
Cooperating Teacher:
Grade:
Subject/Grade:
School:
District:
COMPLETED BY:
College Supervisor: ______Coop. Teacher: ______Student Teacher ______
Signature Signature Signature
Please assess the Student Teacher’s demonstrated competency for the areas reflected by, and in line with, the professional teaching standards as set by NJ InTASC.
PROFICIENCY KEY
L 4 – Exemplary Practice
L 3 – Basic Competence
L 2 – Limited Competence
L 1 – Exhibits Difficulty
Standard #1: Learner DevelopmentThe teacher shall understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. / Advanced Proficient / Proficient / Novice / Pre-Emergent / Not Observed
The teaching candidate:
1.1 The teacher designs and implements lessons that are developmentally appropriate so that all learners can learn. / The student teacher’s lessons:
- Contain activities that are at the appropriate developmental level for all learners;
- Address individual developmental differences in the instructional activities by differentiating instruction;
- Are cognitively challenging for all learners;
- Take into account each learner’s background knowledge, and builds on his/her strengths and needs.
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1.2 The teacher interacts with learners in an appropriate manner with sensitivity to developmental, cultural, linguistic and social differences. / The student teacher interacts with learners in a manner that:
- Accepts developmental differences of all learners in the classroom;
- Encourages academic conversation and accepts linguistic differences in language development;
- Respects cultural differences of all learners;
- Respects all learners in the classroom through verbal and nonverbal interactions.
/ / / /
Standard #2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. / Advanced Proficient / Proficient / Novice / Pre-Emergent / Not Observed
The teaching candidate:
2.1 The teacher designs and implements instruction to ensure an inclusive learning environment for all learners. / The student teacher's lessons incorporate:
- Accommodations (adaptations and/or modifications) that are appropriate for an inclusive environment (IEP’s, 504’s when available and/or appropriate);
- Strategies that differentiate the delivery of instruction based on needs of learners;
- Assessments that accommodate the needs of all learners;
- Strategies that support a learning environment that allows all students to succeed.
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2.2 The teacher incorporates multicultural content and perspectives into the lesson. / The student teacher engages in activities that:
- Reflect the diversity of students, their families, and their communities;
- Incorporate students' interests and cultural heritage;
- Relate content to students’ lives from various perspectives.
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2.3 The teacher creates a learning community where individual differences are respected and individual needs are met. /
- The student teacher listens and responds to learners respectfully during interactions;
- Students express and discuss ideas and views;
- The student teacher establishes and monitors classroom rules that promote respect for individual differences.
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2.4 The teacher engages in strategies to support learners whose first language is not English. / (Displays at least 5 of the following)
The student teacher:
- Provides the learner with vocabulary reinforcement and/or modifications;
- Encourages the learner to engage in academic discussions that involve more than one-word responses;
- Uses strategies like graphic organizers, visual cues, and alternate ways of completing projects to support the learner;
- Assesses the learner on content knowledge and not language development;
- Supports the learner in language and literacy development;
- Uses the learners’ cultural background to contribute to student learning.
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2.5 The teacher uses appropriate materials that reflect an equitable portrayal of diversity. /
- The student teacher uses multicultural literature to foster a deep appreciation of different cultures;
- The instructional materials (textbooks, articles, on-line sites) reflect an equitable portrayal of diversity including learners with special needs;
- The materials displayed in the classroom reflect the culture and lives of the learners in the class.
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Standard # 3: Learning Environment
The teacher works with others (learners, families and colleagues) to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self -motivation. / Advanced Proficient / Proficient / Novice / Pre-Emergent / Not Observed
The teaching candidate:
3.1 The teacher demonstrates general warmth, caring and respect towards learners through verbal/nonverbal communication. / The student teacher:
- Listens carefully to learners;
- Responds respectfully;
- Gives learners a chance to answer with adequate wait time;
- Shows warmth and caring in tone and actions.
/ / / /
3.2 The teacher uses effective classroom management techniques. / The student teacher manages the class by:
- Enforcing effective classroom rules;
- Implementing smooth transitions;
- Engaging in positive and supportive student-teacher interactions;
- Facilitating effective student-student interactions;
- Effectively implementing a variety of groupings and activities.
/ / / /
3.3 The teacher considers physical space and resources that optimizes learning activities for all learners. / The student teacher organizes the classroom effectively so that there is:
- Smooth movement of learners around the room;
- Optimal seating for collaborative learning;
- Ability to oversee all classroom activities;
- Space for individual learning;
- Space for supplemental resources (technology, books, materials);
- Use of walls to enhance learning (bulletin boards, word walls, posters).
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3.4 The teacher/learners use(s) instructional time effectively to achieve learning outcomes. / The student teacher uses allotted time to:
- Keep learners on-task;
- Minimize time for transitions;
- Engage learners in achieving learning outcomes;
- Implement an effective lesson with an introduction, activities, and summary;
- Assess the learning outcomes;
- Monitor and adjust lesson according to formative assessment and time constraints.
/ / / /
3.5 Learners are actively participating and engaged in the lesson. / Learners are engaged in the lesson by:
- Applying the content through hands-on activities;
- Discussing;
- Actively Participating;
- Displaying interest and enthusiasm.
/ / / /
3.6 Learners assume responsibility for themselves to achieve classroom learning goals. / Learners are self-motivated to achieve the learning outcomes by:
- Working independently;
- Working collaboratively;
- Actively discussing, listening;
- And/or involved in learning outcomes.
/ / / /
3.7 Learners are engaged in positive peer relationships through classroom activities. / Learners are:
- Collaborating with peers.
- Actively discussing with peers;
- Coaching/mentoring a peer;
- Establishing positive peer interactions.
/ / / /
Standard #4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content / Advanced Proficient / Proficient / Novice / Pre-Emergent / Not Observed
The teaching candidate:
4.1 The teacher designs and implements lessons that demonstrate knowledge and command of the subject matter. / The student teacher:
- Relates content to prior student knowledge;
- Uses effective explanations of key disciplinary concepts;
- Uses teaching strategies that foster the understanding of key disciplinary concepts;
- Demonstrates a deep and broad command of the subject matter;
- Incorporates the appropriate standard(s) (CCSS, NJCCCS and/or professional standards) in the lessons;
- Makes the content relevant to everyday life and experiences of the learner.
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4.2 Learners demonstrate development of critical thinking and problem solving within the content area. / Learners demonstrate the development of their critical thinking and problem solving skills within the content area through:
- Responses to higher order thinking questions raised by the student teacher;
- Questions generated by the learners that demonstrate critical thinking skills;
- Classroom activities and strategies that engage them in critical thinking and problem solving in the content area;
- Their ability to apply key concepts in the discipline to new disciplinary content;
- Responses written and oral to critical thinking and problem solving assignments.
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Standard #5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. / Advanced Proficient / Proficient / Novice / Pre-Emergent / Not Observed
The teaching candidate:
5.1 The teacher implements interdisciplinary learning experiences that allow learners to integrate knowledge from several content areas. / The student teacher implements learning experiences that:
- Connect the content to concepts, issues and relevant ideas from other content area(s);
- Have learners actively engaged in applying concepts and ideas from different content areas;
- Provide opportunities for learners to use interdisciplinary concepts to help solve problems.
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5.2 Learners apply content knowledge to solve real world problems through collaboration. / Learners are actively involved in:
- Exploring and/or researching different alternatives to solving a problem;
- Working collaboratively in a group;
- Applying content knowledge to a solving problem;
- Using critical thinking and creativity to generate new ideas and novel approaches to solving a problem.
/ / / /
5.3 Learners use technological tools and current resources for content research. / Learners are:
- Using resources such as books, printed material, laptops, iPads, and websites to help solve a problem;
- Engaged in discovering new resources available for the exploration/research of the content;
- Using current events and/or resources available online for exploration/research of the content.
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5.4 Learners apply their content knowledge through a variety of forms such as oral, written, and/or technological presentations. / Learners apply their content knowledge by:
- Telling a story, recounting an experience or reporting on a topic, with appropriate sequencing of ideas and using appropriate facts and details;
- Engaging in collaborative discussions;
- Presenting their ideas/research in a variety of ways including drawings, hands-on projects, multimedia presentations, group presentations.
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5.5 Learners are engaged in literacy activities within content areas. / Learners:
- Are engaged in reading informational text in solving problems;
- Are engaged in writing or discussions to support solutions to the problem;
- Learning vocabulary (tier 1, 2, and 3 words);
- Listen to others’ research and/or presentations and comments on it in discussions.
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5.6 Learners are engaged in activities that promote and value the development of quantitative reasoning within content areas. / Learners:
- Interpret charts;
- Interpret graphs;
- Use mathematics to solve problems;
- Discuss different and varied ways to solve mathematical problems.
/ / / /
Standard #6: Assessment
The teacher understands and uses multiple methods of assessment to engage
learners in their own growth, to monitor learner progress, and to guide the
teacher’s and learner’s decision making. / Advanced Proficient / Proficient / Novice / Pre-Emergent / Not Observed
The teaching candidate:
6.1 The teacher designs appropriate formative and summative assessments that are aligned with learning objectives. / The lesson plans contain:
- A clear assessment strategy for how each objective will be evaluated;
- Rubrics and/or criteria that are designed specifically for each objective;
- Formative assessments that are built into the lesson to monitor learners’ progress;
- A measure or method of collecting data for each objective;
- A benchmark for measuring achievement for each objective.
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6.2 The teacher modifies and adjusts instruction throughout the lesson to foster student growth. / The student teacher:
- Conducts formative assessments that are built into the lesson to monitor learners’ progress;
- Adjusts instruction based upon continuous assessment.
- Assesses each objective;
- Collects data to measure objectives.
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6.3 The teacher uses assessment to differentiate instruction. / The student teacher:
- Sets instructional benchmarks that learners must meet;
- Uses a spreadsheet such as Excel to analyze assessment data;
- Uses assessment data to design and implement instruction based on individual needs.
/ / / /
6.4 The teacher provides meaningful and specific feedback to learners on their learning. / The student teacher:
- Uses assessment data to provide feedback to learners in a positive manner;
- Targets the feedback on specific objectives to help increase achievement;
- Works with learners to help them analyze their own assessment results and set their own learning goals;
- Uses placement of students into groups to facilitate differentiation of instruction.
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Standard #7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. / Advanced Proficient / Proficient / Novice / Pre-Emergent / Not Observed
7.1 The teacher selects a variety of appropriate instructional materials and resources meet the needs of all learners. / The instructional materials and resources used in the observed lessons:
- Meet the needs of all learners including struggling readers;
- Are a rich variety (print, video, technology, primary sources, manipulatives) other than just the textbook;
- Are chosen to develop meaningful and deep learning of the content.
- Are well chosen to meet the lesson objectives.
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7.2 The teacher integrates technology into the lesson plan to promote effective learning for all learners. / Technology use:
- Promotes meaningful learning on the part of the learners;
- Involvesthe learners who are engaged in using the technology;
- Is integral to the learning activities;
- Facilitates learning activities that would be more difficult without the use of technology.